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Julie Levesque Posts: 1
12/13/2022
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I had a student in my elementary art class, who was almost completely blind. He as able to see shapes and shadows by putting his eye right down to the paper. For all my students, I was in the practice of giving very clear verbal instructions along with written and illustrated versions of the same. In addition to the verbal instructions, I made him very large direction sheets and illustrations, which he could see, just a bit at a time. He was able to work with the class and express his ideas in his own way. I also made available actual objects like wooden figure or hand forms, still life objects etc. Three Dimensional work did not pose a problem.
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Katy Polk Posts: 3
12/14/2022
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I used to teach elementary music. In that classroom, I had many students with disabilities. One in particular best learned when I paired her up with another student. It was beautiful to watch how they both learned by supporting each other in music. They would both play instruments together, move and dance together, and helped with almost every task. It was not a burden to the other student as it helped that student learn as well through reiterating information and repeating back how things were to be done in the classroom.
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Mellisa Puskaric Posts: 3
12/14/2022
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I have a student that is hearing impaired. We have a special microphone that is connected to his hearing aid. Sometimes he will not hear short phrases which can affect his work. I have him sitting front and center and use visual aids to help him see the steps we need to take to complete a project. He is comfortable in class and will raise his hand if he needs some help or redirecting.
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Ellen Gibson Posts: 3
12/20/2022
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I had a student in a wheelchair. She was very capable other then being in a wheelchair. We made sure that one of our art tables was the correct height to accommodate her chair so she was able to participate in the lesson and the art making.
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Gail M Lassner Posts: 3
12/24/2022
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I had a student with EBD. The most challenging thing for me was that I never knew what would set her off. Some of her unpredictable and violent behaviors included knocking her desk over, throwing her chair, and one time threw others' backpacks, almost hitting students. My students were afraid of her, and I had no aide in the classroom. She was removed from the classroom when these violent behaviors occurred, as she was unsafe to others. She liked to draw, so I tried to incorporate artistic components to her assignments as a motivator for her to complete her assignments, but this was not always effective. This was my most difficult year of teaching.
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Jonathan Lynn Posts: 2
12/29/2022
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One of my students has a hearing impairment; to help communicate the instructions and expectation of the class I supplement verbal and visual cues with written instruction/ expectations, which I post in class. Aside from it being helpful to her I have found that the act of writing out the instructions for our projects has help me better to communicate them to all my students.
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Jennifer Griffin Posts: 3
12/29/2022
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I also have a student with a profound hearing loss and short term memory loss due to cancer. The student did not suffer with the medical condition until they were in elementary school age so they are able to communicate, create and manage emotion/behavior with my help. One way I help the student adapt is placement in class (and subtext if auditory examples are used). The student has also provided me with a microphone which works with there hearing aids. In addition, I check in in regards to understanding and repeat instruction and jot down critical points to keep the creative process fluid. In addition, I also pair the student with other students who are helpful and understanding.
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Randee Vasallo Posts: 3
1/10/2023
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I have a kindergartner with OI. Her arms are deformed. She needs assistants opening caps and cutting but she has definitely not allowed it to stop her. She has the best handwriting and can trace like a champ. She is not afraid to ask for help from me or her classmates. I make sure to talk to her before we begin to make sure she knows she can ask for help (though she doesn't need a reminder) she always tries first. She makes teaching her art easy.
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Michelle Jessup Posts: 4
1/13/2023
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I had a student for 2 years (4th and 5th) who had Cerebral Palsy among other diagnosis. She was confined to a wheelchair with very poor gross and fine motor skills. She had many accommodations, modifications, and adaptive technology to assist her learning, but she did not have a one-on-one nurse or para. In the art room this meant that she was unable to independently complete many of the grade-level projects. In addition to providing her with different project opportunities I also made available to her many supplies which other students wouldn't typically have access to including adaptive scissors, toddler paintbrushes meant for a fist-grip, play doh and modeling clay to help improve her hand strength, and a i-pad and drawing apps so she could use her fingers to draw rather than a pencil. She always wanted to try whatever we were doing in class, but would become frustrated when it was something she couldn't manage, like sewing. But with help and the right tools she was able to practice the same skills, if not achieve the same results.
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Lauren Dross Posts: 3
1/15/2023
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I have had a student with ASD for 3 years now. He is in 4th grade and I have been teaching him since 1st grade. He is diagnosed Autistic. This student has hard times with transitions and communicating with other peers. He repeats certain phrases continuously and waits for specific responses. For example when he says thank you, he will repeat it until someone says you're welcome. He also is very particular about what he touches. I know that this child will not use oil pastels because of the way they feel on his hands and fingers. During a lesson when we are using oil pastels, I give the student markers to complete and fill in the drawing. The student is very skilled in drawing and has the ability to copy exactly my model. The student really enjoys how to drawing and following my instruction exactly. If the project is more creative and something where the student is assigned to come up with their own subject matter, this student is not willing to do so. I accommodate the student by giving how to draw handouts on something similar to the projects i assign. The student is in an ESE classroom with one teacher and 2 paraprofessionals.
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Heidi S Rodeheaver Posts: 2
1/18/2023
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I currently have a student in 4th grade with ASD. I have been teaching her for two years. In the start of the our time together she enjoyed making art and following directions, now she is very reluctant to participate. I find she understands the directions but would rather draw her own pictures. I allow this but also have her make a second drawing/painting/sculpture related to the subject I am teaching. I have her seated next to a peer who tries to help her with the directions. She is also seated near the teacher. I come around and try to redirect her and assist to keep her on task.
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Marie-Andree Escriba Posts: 1
1/18/2023
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I have a student who has muscular dystrophia who is in 3rd grade. I've been his art teacher since he was in kindergarten. I have adaptive tools for him in the art room and he is paired with students that are early finishers and whom enjoy helping others. This way when we are making a project that is too hard physically for him to do, they can help him. One of the adaptive tools I have is a propped up clip board that is a 45 degree angle and it holds his paper. When using scissors, he struggles, but as long as he tries and cuts around grossly a student or I can finish the details.
I have a few students with emotional and behavioral disturbance. For them, I need to adapt to their readiness to make art, depending on the way their day is going. I have a quiet library area, where they can ready books if they are too stimulated by their environment. They join the art lesson on their term, when they are ready.
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Jerry Young Posts: 3
1/25/2023
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I have a student named Malachi who has emotional and behavioral disabilities that affect his performance in Art. When I show him what we will be creating he does not even want to attempt to do it, but rather complain and state that he cannot do it. I therefore sit down with the student to get him started which usually causes him to want to participate with the making of the art project. If I am unable to sit with Malachi I have a helping student who will sit with him to assist him as needed.
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Ginjer Fassold Posts: 3
1/27/2023
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I have a student who has Autism Spectrum Disorder. He does not have the language skills to explain when he does not understand what is expected of him or when he is confused on the directions. He is at a developmental age and gets easily frustrated. I discovered if I sat one on one with him, he could place his hand on my arm when he was feeling overwhelmed. I would then show him step by step what he needed to do. His artwork has progressed successfully since then. Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Ginjer Fassold
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OLLIE POTTMEYER Posts: 3
1/31/2023
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I teach elementary visual arts. I see all of the students in our school. I have a 3rd grader that has Autism Spectrum Disorder. They have an orthopedic impairment and it is difficult for them to hold art making tools. I have used pencil grips and ergonomic brushes and tools. These accommodations have helped them with their lessons.
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Sarah Zidonik Posts: 3
2/3/2023
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Learning centers can be used in my classroom as a way to address the needs of a student with a disability. In my visual arts classroom, tables can be set up with various arts activities. Some of them could be set up with particular prompts that may support my students and some stations could be set up with particular skills to be practiced by all students and with targeted support and time for students with disabilities, depending on their disability and needs. For example, if a student needs support with fine motor skills to set them up for success with an upcoming collage project, a cutting and gluing learning center can be set up for low-pressure practice using these skills.
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Sarah Zidonik Posts: 3
2/3/2023
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Preferential seating has been critical in including students with visual impairment to be able to see the introduction and demonstration of lessons, ideas, and techniques. I had a student with visual impairment that I was unaware of until they brought it to my attention that they'd like to sit closer to the front to be able to see the information I was presenting. After he moved to the front he was able to focus on the content presented and had fewer behavioral challenges.
Timing is another accommodation that has helped students with disabilities and other students keep up with the content. Sometimes students will come for extra time to complete an assignment during free periods (recess, etc).
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Jessica Scott Dunda Posts: 2
2/5/2023
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I had a student with an Emotional and Behavior Disability whose learning in art was affected because he had a difficult time expressing himself appropriately with other students, verbally and through his art. For example, when we shared through a cooperative learning about Stand-Up Hand Up Pair Up what our dreams were in the future (after reading the book Dream Big by Deloris Jordan) and prior to drawing self-portraits, the student shared his Big Dream was to physically hurt the people who had told on him (for inappropriate behavior) in a prior class period. When we drew the self-portraits, he followed along with my modeled draw, and then added red paint all over the drawing saying it was blood. I cued, prompted, re-directed him calmly and also (after class) spoke with the guidance counselors, assistant principal, his teacher, the social worker, and behavior specialists at the school, but this was typical behavior for him. When he comes to class I give him extra attention, talk softly to him, encourage him, use positive behavior supports and praise. I give him proximity in his seating, flexible seating, ignore attention seeking behaviors when possible, and use shortened assignment criteria for him.
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Kimberley Holtmann Posts: 1
2/7/2023
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Previously, I had a student with autism who could not tolerate the sound or texture of a pencil on paper. Imagine teaching art without these key tools. I was able to accommodate him with the use of fingerpaint paper and markers. It was important for me as an educator to look past some mistakes to find mastery of the objective.
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Bernadette Conway Posts: 3
2/8/2023
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I have had multiple students with physical impairments that required the use of adapted tools and adaptations in my instruction in order to allow for them to participate in visual art lessons to the greatest level of independence for each of them. One example is a larger foam hand grip on a paint brush, and moving the paint surface (on a clip board) next to his wheelchair to enable him to paint independently. Also, using rubber covers over fingers for students who do not like the texture of fingerpaint.
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